Psychology of school learning [Edizione 2] (2018/2019)

Learning outcomes

At the end of the course the student must have acquired knowledge and skills in relation to the basic contents and the methodological elements related to the development processes in different psychological domains (cognitive, motivational, affective / relational), implicated in the school pathways, in relation to well-being and participation. In particular, it must have acquired knowledge and skills that enable: a) to relate the psychological mechanisms involved in the learning process (reasoning and problem-solving, cognitive development processes, self-construction processes, identity, self-efficacy and self-regulation; motivation and interest, social and emotional development) with different contexts of development (family, social, scholastic), in order to prevent maladaptive behaviors and mechanisms and promote positive behaviors and wellbeing in the community; b) to know the relationship between learning mechanisms (linked to the functioning of thought, to biological and neurophysiological foundations) and the emotional-motivational dimension, particularly in atypical developmental pathways, in pre-adolescent and adolescent ages, in order to promote processes of scholastic adaptation and personal growth; c) to know and promote the affective aspects related to the self-perception of the preadolescent and adolescent, social, intercultural relations from an inclusive point of view, positive relationships with parents, with schoolmates, facilitating the work wellbeing of 'teacher.

The course will focus on the following thematic groups: psychological functioning; processes of development and adaptation of students to the school context; cognitive, affective, motivational processes of students and students during their developmental pathways and in relation to school curricula; Relations between emotions and learning; cognitive, emotional and motivational correlates that mediate the relationship between technological innovations, learning and scholastic adaptation; reasoning and problem solving; self-building processes; development of social skills; typical and atypical psychological development processes; biological and neurophysiological foundations of typical and atypical psychological development processes; intercultural relations; the school-family relationship and the building of a relationship of trust with parents. Lectures will be accompanied by small and large group exercises on cases, tools, methods and projects.

The assessment will take place through a final written test, with 3 open questions formulated in order to verify the learning, knowledge and understanding of the acquired knowledge. Each question will be evaluated with a mark out of thirty, the final mark of the exam will be the average of the partial evaluations. The evaluation will take into account four dimensions: knowledge of theoretical contents (25%); ability to use a language appropriate to the contents studied (25%); knowledge of the appropriate methodologies and tools in the various themes (25%); ability to re-elaborate the contents studied (25%)